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Question: QR CODE: 5e8b1646 5 HED2601 JAN/JEB 2026 MAIN PAPER (TURN OVER) QUESTION1 (22) 1.1 Name TWO (2) minerals that were discovered in South Africa in the 1800s, resulting in significant social and economic changes. (2) 1.2 Define the concept of ubuntu in your own words. (2) 1.3 Briefly explain how you could apply the philosophy of ubuntu in your teaching in the Foundation Phase. (4) 1.4 Name TWO (2) prominent early childhood development (ECD) theorists that you studied in this module. (2) 1.5 Briefly discuss the importance of class size (teacher-to-learner ratio) as an indicator of the quality of education. (4) 1.6 Read the passage below and answer the question that follows. As was the case with most of the South African indigenous communities of the time, the Khoikhoi kept their young children close and raised them by modelling traditional habits and practices such as pastoral farming and storytelling. Khoikhoi children started working for the family economy from an early age, by helping to herd cattle and gather food (Afrolayan, 2004, Van Wyk & Adeniji-Neill, 2014). 1.6.1. In view of the passage, briefly discuss the kind of education that children received in indigenous African homes. Your answer must focus on the knowledge and skills that were taught and how they were taught. (8) QUESTION 2: (22) 2.1 Evaluate the impact of the Industrial Revolution on the care of young children. (4) 2.2 Consider the statement below, and answer the question that follows. When we speak about the teacher in ECD contexts, we mean not just a formally qualified teacher, but also the primary caregivers, namely mothers, fathers, grandmothers and older siblings. 2.2.1. Give TWO (2) reasons why it is important to see parents, caregivers and others as teachers too. (4)QR CODE: 5e8b1646 6 HED2601 JAN/JEB 2026 MAIN PAPER (TURN OVER) 2.3 Read the passage below, and answer the question that follows. Reggio Emilia’s approach places emphasis on setting up learning environments that foster exploration by children, but with the specific goal of seeing the child as capable of researching a topic, communicating that topic, and documenting it. The environment is seen to be the third teacher. 2.3.1 Evaluate the role of the environment as the “third teacher”. (4) 2.3.2 Discuss the image of the child as a “capable researcher”. (4) 2.3.3 Design ONE activity to demonstrate that the environment is the third teacher and that children are capable researchers. (6) QUESTION 3: (24) 3.1 The availability of teaching and learning resources is considered one of the key indicators of the quality of early childhood education (ECE). Discuss how teaching and learning resources influence the quality of ECE. Your discussion must provide THREE examples of resources and evaluate their importance for quality teaching and learning. (12) 3.2 Read the source passage below and answer the question that follows. The legacy of apartheid continues to cast a long shadow over South Africa's education system. While the policy officially ended in the early 1990s, the structural and economic divisions it created remain deeply entrenched. Even today, some schools boast well-equipped science labs, extensive libraries, and recreational facilities, funded by substantial fees paid by affluent communities. In stark contrast, many schools in townships and rural areas operate in dire conditions: overcrowded classrooms, a lack of basic infrastructure such as libraries and laboratories, and a critical shortage of qualified educators in key subjects like mathematics and science. This disparity in resources directly contributes to vastly different academic outcomes, perpetuating a cycle of poverty and inequality. 3.2.1. In view of the passage and your own opinions, discuss the THREE causes of educational inequality in South Africa. At the end of your discussion, propose TWO solutions to address educational inequality. (12)QR CODE 7 HED2601 JAN/JEB 2026 MAIN PAPER (TURN OVER) QUESTION 4: (16) 4.1 Read the passage below, and answer the question that follows. Nsamenang (2009) contends that despite plenty of evidence that the African culture has merit, dominant Western perspectives continue to be favoured in the education of African children. 4.1.1 In your own words, explain what Nsamenang means by “dominant Western perspectives.” (3) 4.1.2 In your own words, briefly explain the main problem Nsamenang identified in the education of African children. (5) 4.2 Below are four recommendations to make African culture a key part of the school curriculum. a) Increase funding for schools in rural areas. b) Integrate African indigenous knowledge systems into the curriculum. c) Focus exclusively on improving learner performance in mathematics and science. d) Train new teachers who will be experts at infusing African culture in teaching. 4.2.1 Reorganise the recommendations from most important to least important. (4) 4.2.2 Motivate your choice of the most important recommendation. (4)QR CODE: 5e8b1646 8 HED2601 JAN/JEB 2026 MAIN PAPER QUESTION 5 [16] 5.1 Explain why teachers should study the history of education. (2) 5.2 Read the passage below and answer the question that follows. Young African children grew up observing their parents working in the homes or in the fields. As the children grew up, they moved from observing to participating in chores such as fetching water, collecting firewood, serving food, cleaning, running errands, and taking care of younger siblings (Nsamenang & Tchombe, 2011). 5.2.1 Outline three ways in which the setting described in the passage supported children’s learning. (9) 5.2.2 The passage describes a specific, informal educational process based on observation and gradual participation. Compare this educational process with formal education, which typically occurs in a classroom. (5) TOTAL: [100] © UNISA 2026
Certainly! Here is guidance and suggested answers for each question on your HED2601 exam paper. Please use these as study notes and rephrase in your own words before submitting, if required. --- **QUESTION 1 [22 Marks]** **1.1 Name TWO minerals discovered in SA in the 1800s, resulting in social and economic changes. (2)** - Diamonds (discovered in Kimberley, 1867) - Gold (discovered on the Witwatersrand, 1886) **1.2 Define the concept of ubuntu in your own words. (2)** - Ubuntu is an African philosophy emphasising communal values such as respect, compassion, and humanity. It means “I am because we are,” highlighting the importance of relationships and caring for one another. **1.3 How could you apply ubuntu in your Foundation Phase teaching? (4)** - By promoting kindness, respect, and teamwork among learners. - Creating a classroom environment where every child feels valued and included. - Encouraging children to support one another and resolve conflicts peacefully. - Emphasising collective responsibility and celebrating achievements together. **1.4 Name TWO ECD theorists studied in this module. (2)** - Jean Piaget - Lev Vygotsky **1.5 Discuss importance of class size (teacher-learner ratio) as quality indicator. (4)** - Smaller class sizes enable more individual attention and support from teachers. - Teachers can better cater to learners’ varying needs and learning styles. - Learners feel more engaged and are less likely to be overlooked. - It leads to improved academic outcomes and classroom management. **1.6.1 Based on passage: Discuss kind of education in indigenous African homes. (8)** - Education was practical and community-based. - Children learned skills like herding cattle, gathering food, and pastoral farming through observation and direct participation. - Storytelling was used to impart cultural values, traditions, history, and moral lessons. - Learning was hands-on and integrated into daily family life, focusing on social, survival, and economic skills. --- **QUESTION 2 [22 Marks]** **2.1 Impact of Industrial Revolution on care of young children. (4)** - Shifted families from rural/agricultural settings to urban/industrial environments. - Many mothers entered factory work, leading to less parental time for children. - Increased use of external childcare and formal education settings. - Sometimes resulted in neglect or inadequate care due to economic pressures. **2.2.1 Give TWO reasons why parents, caregivers & others are also teachers. (4)** - They model behaviour, values, and life skills throughout everyday interactions. - Learning happens outside formal education; children learn vital social and cultural norms at home. **2.3.1 Role of environment as the “third teacher.” (4)** - Rich, stimulating learning environments inspire curiosity and exploration. - The setup, materials, and resources can guide and influence children’s learning, as much as teachers and peers. **2.3.2 Image of child as “capable researcher.” (4)** - Children are active, competent learners who can investigate, test ideas, and communicate findings. - They are not passive recipients but can direct their own learning and make discoveries. **2.3.3 One activity showing environment as third teacher & children as researchers. (6)** - Set up a nature exploration corner with plants, soil, magnifying glasses, and journals. - Children investigate plant growth, observe changes, draw and record findings, then present their results to the class. --- **QUESTION 3 [24 Marks]** **3.1 How do resources influence quality of ECE? Give THREE examples. (12)** - Teaching aids (e.g., educational toys): Support conceptual understanding through play, improving cognitive skills. - Storybooks: Enhance language skills, promote literacy, and spark imagination. - Classroom technology (e.g., tablets): Enable interactive learning and access to a variety of educational content. - [Evaluation:] Resources support diverse learning needs, engage learners, and make teaching more effective, directly impacting educational outcomes. **3.2.1 Causes of educational inequality in SA and TWO solutions. (12)** - Causes: 1. Unequal funding and resource distribution between urban/affluent and township/rural schools. 2. Legacy of apartheid’s segregation and systemic discrimination. 3. Shortage of qualified teachers, especially in key subjects. - Solutions: 1. Equitable allocation of resources and infrastructure improvements for disadvantaged schools. 2. Investment in teacher training and support programmes in under-served areas. --- **QUESTION 4 [16 Marks]** **4.1.1 Explanation of “dominant Western perspectives.” (3)** - Education systems and curricula in Africa often prioritise and use European/American ideas, ignoring local cultures and knowledge. - Western theories, values, and teaching methods are favoured over African ones. **4.1.2 Main problem Nsamenang identified. (5)** - African children are taught using foreign frameworks, neglecting indigenous knowledge. - This results in lack of relevance, cultural disconnect, and undermines African identity and values. **4.2.1 Reorganise recommendations (most to least important). (4)** 1. Integrate African indigenous knowledge systems into the curriculum. (b) 2. Train new teachers to infuse African culture in teaching. (d) 3. Increase funding for schools in rural areas. (a) 4. Focus exclusively on maths and science performance. (c) **4.2.2 Motivate your choice of most important recommendation. (4)** - Integrating African indigenous knowledge ensures cultural relevance, supports identity, and values African ways of knowing. - It connects learning to learners’ lived experiences, fostering pride and deeper engagement. --- **QUESTION 5 [16 Marks]** **5.1 Why should teachers study the history of education? (2)** - Understanding history helps teachers appreciate current practices and challenges, enabling informed and reflective teaching. **5.2.1 Three ways the described setting supported children’s learning. (9)** 1. Observation: Children learned by watching adults perform tasks. 2. Participation: Gradual involvement in chores built practical life skills. 3. Social learning: Community context imparted values and responsibility. **5.2.2 Compare informal education (observation/participation) vs. formal classroom education. (5)** - Informal: Learning is integrated into daily life, is experiential, and relationship-based. - Formal: Structure, curriculum-driven, teacher-led, often theoretical. - Both can complement one another, but informal provides real-world context and social skills. --- Let me know if you need more detailed explanations for any answer, or assistance with referencing! Good luck with your studies!
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